Extending openness in education support services for out-of-school children in underprivileged circumstances

Abstract

Openness has underpinned much of the evolution of the Internet and digital technologies that support learning. Worldwide, openness in education has provided access to high-quality learning opportunities for school-age learners during the last two decades. During this same era, several global initiatives have made it their mission to educate all children of the world. However, despite major technological advancements in education and new innovative learning solutions, efforts to reduce large numbers of out-of-school children do not show promising outcomes in many parts of the world, let alone quality outcomes. This paper analyses the importance of context for educational outcomes and examines the need to understand socio-cultural and economic limiting factors of out-of-school children in underprivileged contexts in Pakistan. In such contexts, development demands sustainable and adaptable solutions. In identifying possible ‘solutions’, innovative strategies to educate out-of-school children is explored through combining traditional one-room schoolhouse methods with innovative digital technology and Open

Different domiciles in online learning during the COVID-19 pandemic

“…The results of other studies also state the importance of designing learning activities with certain characteristics, a combination of social and cognitive aspects adapting to assessments and new learning needs (Rapanta, Botturi, Goodyear, Guàrdia, & Koole, 2020;Salehudin, Sarimin, Steven, Yunus, & Safiah, 2020). During the COVID-19 pandemic, most children from low socio-economic communities in rural areas were unable to learn formal education because no educational technology solutions were available (Bin Badar, 2020). During the COVID-19 period, in online learning rural students will also face many difficulties due to social, cognitive and inadequate facilities.…”